classxii english.docx
SHOULD WIZARD HIT MOMMY?(Q.) What is the moral issue that the
story raises?(2 Marks)(Ans) The story shows the conflict between
two generations. It tells us about the belief, of the older
generation, in customs and traditions and constantly questioning
attitude of the younger generation, hence contributing to a
generation gap. Not understanding her sons pain of loneliness and
dejection, mother Skunk gets his smell changed to his original foul
smell and loves him the way he is, raising the moral issue of
whether parents should always decide what the children should do or
let the children do what they like to do. There is an evident
contrast between an adults perspective on life and the world view
of a little child. Jo wants the wizard to hit Mommy and not vice
versa because she represents the new generation and does not agree
with her fathers view. Jack sums up the issue in one sentence- She
knew what was right. Jack also says that the little Skunk agreed to
the mothers proposal because he loved his mother more than the
other animals. Little Jo feels that the Skunks mother should not
have robbed her little son of the pleasure he derived when playing
with the other animals when he smelt of roses. She insists that the
wizard hit the Mommy on the head and calls little Skunks mother a
Stupid Mommy. Keeping to her view point, she insisted that her
father should tell her the story the next day in a different
manner. So we see that the story deals with moral issues dependent
on the different levels of maturity of Jack and Jo.
(Q.) How does Jo want the story to end? Why? What light does it
throw on Jos character?(2 Marks)(Ans) Jo wanted the story to end
with Roger being accepted by the other animals. In Jacks version,
the wizard was hit by mommy. Jo did not relish this. The wizard was
the person who fulfilled everyones wishes. He had rid Roger Skunk
of the bad odour. So she wanted her father to end the story with
Roger skunk having a new and pleasant smell and wizard spanking the
stupid mommy.Jo would get totally involved in the story. She even
shed a tear or so, when woodland creatures spurned Roger. She could
not bear injustice to the wizard by mommy skunk. She wanted the end
of the story to change in which the benevolent Wizard hits mommy
for being inconsiderate to Rogers need for acceptance by friends.
She was independent in her thinking. Jo remains unconvinced by the
fathers argument that mothers are always right.
(Q.) Character Sketch of Jack.(2 Marks)(Ans) Jack is the
protagonist of the story Should Wizard Hit Mommy? which examines
the issue of parenting, the adult tendency to quell the questioning
mind of a child and the belief that the view point of the adult
represents the only valid one.Jack is conscious of his duties as a
father and husband. He has been telling stories to his daughter Jo
since she was two years old, before her Saturday and evening naps,
but now two and a half years later he is fatigued and confused by
her constant questioning, pointing errors (roger fish instead of
skunk), asking for clarifications and suggesting alternatives. He
has the typical parental attitude and opinion that parents know
what is best for their children and stifles her objections and
amendments shown by his defending the skunks mother (and indirectly
his own).Jack feels caught in an ugly middle position physically,
emotionally and mentally. He did not like women to take anything
for granted, to the extent that he extends the story, changing the
ending, giving it the face that he wants to. This despite the fact
that he knows that he should be helping his pregnant wife paint the
woodwork.Jack is someone who is not used to his authority being
questioned and so is confused by Jos questioning. Though a loving
parent he finds it hard to accept the fact that Jo now has a mind
of her own. His insensitivity and impatience comes across in his
dealings with his daughter, and the fact that an adults viewpoint
is biased by personal experiences.
(Q.) Do you think Jack and Jo could identify with Roger skunk as
a victim of the hatred of other creatures?(2 Marks)(Ans) Jack
brought the story to life when he narrated the tale remembering
certain humiliations of his own childhood. The corners of Jos mouth
drooped down and her lower lip bent forward. A tear flowed along
the side of the nose. This shows that even Jo could identify with
Roger skunk.
(Q.) Which two opposite forces acted on Jack while he was
telling Jo the story?(2 Marks)(Ans) Jack was telling Jo something
she must know and had no wish to hurry on. On the other hand he
heard a chair scrapping. He realized that he must help his pregnant
wife Clare to paint the wood work down stairs. These were the
opposite forces acting on Jack while he was telling Jo the
story.(Q.) Why did Jo not approve of skunks mother scolding him for
his new smell?(2 Marks)(Ans) Jo was very happy that skunk smelt
like roses. He was accepted by the woodland creatures and was
happy. Jo did not approve of skunks mother scolding him for
something that made him acceptable among his friends and brought
him happiness.
(Q.) What do you learn about Jos new reality phase?(2
Marks)(Ans) Earlier Jo used to accept her fathers word about magic
etc. now she had started asking if magic spells were real. She had
become curious since a month. She was growing up and wished to
check the reality of all that was told to her.
Q. what is the ugly middle position where jack finds himself
trapped?Ans The ugly middle position refers to jacks helplessness
and dilemma. Its ugly because jack is not used to the women
questioning his authority and jo constant interruptions,
clarifications, pointing out mistakes , disagreements, questioning
the end of the story and suggesting an alternate end makes jack
uncomfortable. It is a middle position because jack is as if
coerced by the tradition (recalls his own mother) and society to
inculcate certain moral lessons in jo but at the same time he is at
loss. He is unable to satisfy jos lingering anxiety as he fails to
understand her perspective (her fear of abandonment), as a result
he finds himself trapped in a cage along with his wife which brings
him no solace.
EVANS TRIES AN O LEVEL
(Q.) Attempt a brief character sketch of Evans the Break.(10
Marks)(Ans) Evans the Break comes across to us as a highly clever,
manipulative and shrewd individual. A non-violent kleptomaniac by
birth, he was a jail-bird having being put in prison several times
and escaping as many as three times. He was an amusing chap, good
at imitations and a star at the Christmas concert. He had an
unkempt physical appearance but a cheerful smile which he used for
the prison officers.A cunning and resourceful person, Evans is able
to use his presence of mind time and again, to his utmost
advantage. He makes a request to Mr. Jackson to allow him to put on
his bobble hat, but complains to the invigilator against Stephens
whose presence disturbs his concentration. He is polite when he
makes special requests to shut his convenience or rather when he
plans to put his plan into action. He is quick to disguise himself
as parson McLeery and spill blood on himself to appear injured. He
is a clever manipulator and uses this quality to win the confidence
of the police officers. Evans enjoys the faith, support and active
cooperation of his team of dedicated comrades. They are meticulous
in their planning and work out the minutest details in order to
carry out their plans without any mishap. Even in the worst
circumstances, Evans does not lose his cool. He has the last laugh
when he is able to fool the police officers and the Governor and
escapes for the fourth time.
(Q.) Who, do you think, has the last laugh- The Governor or
Evans? How?(2 Marks)(Ans) It is Evans who has the last laugh in the
story. The two persons, i.e. driver and the silent prison officer
turn out to be the accomplices of Evans. The Governor became
complacent as he thought he had nabbed the prisoner and will soon
put him in prison. But Evans escapes once again.
(Q.) What did Stephens see, when he peeped through the hole of
the cell of Evans after leaving McLeery at the main gate of the
prison?(2 Marks)(Ans) Stephens thought of looking at Evans once
again after leaving McLeery at the main gate. He saw a terrible
sight. He saw a man with short hair presumably McLeery in a pool of
blood sprawling back in Evans chair.
(Q.) How did McLerry want to help the police?(2 Marks)(Ans) The
injured McLeery said that he knew where Evans was. He wanted to
accompany the police in finding Evans. He insisted that he did not
need to be hospitalized as he was all right. He showed the question
paper to the Governor to impress upon him that Evans had befooled
everybody.
Q.) What important clues were hidden in the German Question
paper?(2 Marks)(Ans) There was a photocopied sheet hidden in the
German question paper. It was very cleverly pasted on the last
blank sheet of the question paper. It had instructions written in
German. It read: follow the plan. The vital point in time was three
minutes before the end of the examination. He was not to hit the
person hard and overdo the scot accent. He was to move the
Headington round about and then make way to Newbury.
(Q.) Where was the real McLeery?(2 Marks)(Ans) The real Rev.
McLeery was gagged and tied in his room since 8:15 am. The two men
visited McLeery in the morning. They gagged him and tied him in his
study. Since 8:15 in the morning, the real McLeery had been in his
own house. It was Evans accomplice who had come as McLeery to the
examination centre.
(Q.) What was the significance of the two phone calls the
Governor received after a quarter of an hour of the start of the
examination?(2 Marks)(Ans) The first phone call was made by the
Assistant Secretary of the Examination Board. It was regarding a
correction slip for the German paper that Evans was writing. The
word Golden Lion was to be used in place of Golden Lowe. The second
call came from the Magistrates Court. They needed a prison van and
a couple of prison officers for a remand case.
(Q.) How did the prison machinery swing into action? What did
they overlook?(2 Marks)(Ans) Prison officers started shouting
orders as soon as they discovered that Evans had escaped. Sirens
were blown. Puzzled prisoners pushed their way along and doors were
banged and bolted. Phones were ringing everywhere. Jackson and
Stephens supported McLeery on either side and brought him to the
prison yard. The identity of the injured McLeery remained
unchecked.
(Q.) What did the Governor think of Evans and his plan after
ringing up Detective Chief Inspector Bell?(2 Marks)(Ans) The
Governor admired clever Evans and his beautifully laid plan. He
also commented on Evans carelessness in leaving behind the question
paper. He said that all criminals got caught because they left
important clues behind. He was sure that they would soon be able to
catch Evans and put him in prison once again.
Q.) What two purposes did the correction slip serve? Which of
them did Evans consider more important?(2 Marks)(Ans) The
correction slip revealed the name of the hotel and its location. He
had to go to Golden Lion. It also contained the exact time the exam
started. For Evans, it was an important thing that the phone rang
just before the exam finished. Thus he was able to get the prison
officers out of the way for a couple of minutes.
(Q.) What did Evans own hair look like? How then did he
impersonate McLeery?(2 Marks)(Ans) Evans hair was long and wavy
while McLeery had closely clipped hair, almost next to the scalp.
Jackson had removed Evans scissors, so he had to remove his hair
off with razor. After that he kept his head covered with a bobble
hat to prevent being noticed.
(Q.) How did the Governor of Oxford Prison locate the hiding
place of Evans?(2 Marks)(Ans) The Governor told Evans that he had
used the same method as Evans had done. The six figure reference
313/271 was formed by two hints- Index number 313 and centre number
271. If one takes an Ordinance Survey Map for Oxfords hire, this
number lands are bang in the middle of Chipping Norton.
(Q.) What request did the Secretary of the Examination Board
receive from the Governor of Oxford Prison?(2 Marks)(Ans) The
Governor of Oxford Prisons request was to create an examination
centre in the prison for one candidate named James Roderick Evans
who wanted to appear in O Level German Examination to be held on
June 8.
(Q.) What enquiry did the Secretary of the Examination Board
make about Evans?(2 Marks)(Ans) The Secretary of the Examination
wanted cursory details about the examinee regarding his nature. He
wanted to know if Evans was a violent sort of a person. He was told
that there was no record of violence.
(Q.) Who met Evans on the eve of the examination? What does this
brief interview reveal?(2 Marks)(Ans) Mr. Jackson and Mr. Stephens
visited Evans on the morning of the Examination. They visited him
to ensure that he did not have any weapon with him. Evans was
called Evans the Break as he had escaped from Prison three
times.
(Q.) What puzzled Mr. Jackson about the contents in McLeerys
suitcase?(2 Marks)(Ans) Jackson saw a smallish semi-inflated rubber
ring. Even a young child might have to struggle into it. Jackson
questioned McLeery about it. He replied that he suffered from
piles.
(Q.) Why did the Governor doubt the phone call from the
Examination board for the correction in the paper? What did he
do?(2 Marks)(Ans) The Governor doubted the phone call from the
Examination board for the correction in the paper because he
thought it might be a fake call. He tried to verify the call. He
held the incoming call and from the other line called the
Examination Board. Since the number was busy he assumed the call
was a genuine one.
Q.) How did Stephens keep an eye on Evans? What did he notice on
looking through the peep-hole in Evans cell?(2 Marks)(Ans) Stephens
peeped after every one minute. He found Evans sitting with his pen
between his lips. He sat staring straight in front at the door.
McLeery sat on his chair reading the Church Times. His right index
finger was hooked beneath the narrow clerical collar. The fingers
of the left hand were slowly stroking the short black board.
(Q.) What request did Evans make about half an hour before the
end of the examination? What did Stephens think about it?(2
Marks)(Ans) Evans requested to have a blanket put round his
shoulders. A minute later, Stephens was surprised to see a grey
blanket draped round Evans shoulders. Stephens was misled into
believing that Evans was feeling cold.
(Q.) How did Evans manage his final escape?(2 Marks)(Ans) Evans
was handcuffed and made to sit in the prison van. But the Governor
was complacent and it was Evans accomplices inside the van. As the
van turned to the Oxford Road, the silent prison officer who was
Evans friend unlocked the handcuffs. Evan suggested that they go
towards Newbury. Evans had his final escape.
(Q.) Give an account of the blunders committed by the prison
authorities which helped Evans in escaping from the prison.(10
Marks)(Ans) Prison authorities made many blunders. It was only
because of these mistakes that Evans could escape from the prison.
The hatching of the escape plan started with the German tutors
entry. The German teacher who had been coming to take Evans classes
was Evans accomplice. Everyone assumed that he was a teacher from
the technical college. The invigilators identify was also not
verified.On the Examination day, Jacksons not getting Evans
bobble-hat removed was a blunder. If Stephens had not shifted from
the cell, the escape would not have been possible. Jackson should
have searched McLeery thoroughly and seen the rubber ring closely.
The prison staff blindly believed that the injured was the
invigilator, though it was Evans playing a trick on them. When
Evans was arrested, the Governor was complacent and sent him in a
prison van, leaving Evans in the hands of his own accomplices. He
thus, lost Evans who made his final escape.
LOST SPRINGQ. Explain the steel canister seems heavier than the
plastic bagans The steel canister was heavier than the plastic bag
not even literally but even metaphorically because sahib was now
burdened with the responsibility of a job. He had lost the child
like innocence and carefree look. The plastic bag was lighter as it
was his bag while the canister belonged to the owner of the tea
shop. Sahib feels burdened as he is no longer the master of his own
free will and there is no wonder or joy of discovering something
new as there was in rag picking. His freedom is hired for a paltry
sum and despite a regular and stable income,the steel canister has
weighed him down devoid of all hope and dreams.
Q. 'years of mindnumbing toil have killed all initiative and the
ability to dream.' ExplainAns The above line is used by the writer
Jung to highlight the pathetic condition of people living in
Ferozabad. Ferozabad known for bangle making employs children at
the furnaces, welding glass and making bangles. They work in the
glass furnace with the high temperatures, in dirty dingy place
devoid of air and light and often lose the brightness of their eyes
as a result. Their living condition is comparable to the rag
pickers of the Seemapuri . Their homes are like shack with
crumbling walls, shaky doors no windows crowded with families of
humans and animals living together in a primitive state. Their
condition is accepted as a fate or destiny.The sahukars,middlemen ,
the policemen, the keepers of law, the bureaucrats and the
politicians form the vicious cycle of exploitation perpetuating
poverty and suffering of generation after generation which
eventually kills all their desires and enterprise.
Q. explain few airplanes fly over ferozabadans The writer was
happy to learn that Mukesh despite his grinding poverty dreamt of
becoming a motor mechanic and was even prepared to walk a long
distance to the garage to achieve his dream. The writer encouraged
by his motivation asked if he ever want to fly the airplanes.
Mukesh was embarrassed as he could not think or imagine driving a
plane but was content with the dream of cars. This shows the dearth
of opportunities and the limited world of the slums of the
Firozabad. The airplanes seems a farfetched reality is not only
unachievable but also incomprehensible to the little Mukesh .
Q. 'for children it is wrapped in wonder.' ExplainAns The author
describes the rag picking by poor children as seeking pleasure
amidst the garbage. The wonder here refers to searching something
new or valuable among the mounds of heap. The tedious and filthy
act of scavenging the city holds excitement, wonder and curiosity
of discovering something unknown and precious. The expression also
indicates the innocence and simplicity of these unfortunate
children as they pick the rag with the sense of enjoyment and not
resentment. Their joy and amazement of stumbling into something
treasurable makes the burdensome rag picking seem beautiful.
Q 'For them garbage is gold.' ExplainAns The above metaphor is
an evocative description of the abject poverty of the slum
dwellers. Forced to live under inhuman living condition of the
seemapuri slums, these people cherish the garbage as it is the only
source of their livelihood. The expression also brings out the
irony of how the waste of the city nurtures these impoverished
beings, as they thrive on the left over. The author also attempts a
contrast between the rich, poor and their ever widening gap, if the
rich runs after gold similarly the poor are satisfied with the
garbage, indicating their discarded existence.
Q 'Through the years it has acquired the proportions of fine
art.' ExplainAns It refers to the rag picking and the author uses
hyperbole to narrate their daily toil and struggle to survive. The
fine art signifies the special skill and art that goes into the
process of rag picking which includes a thorough examination,
dedication, determination as well as some amount of expertise and
dexterity to collect the various types of rag. The author further
recognizes the rag picking as an occupation involving skill by
calling it as fine art(despite exaggeration).
AN ELEMENTARY SCHOOL CLASSROOM IN A SLUM
Question bank with answers
(Q.) Far far from gusty waves these childrens faceslike rootless
weeds, the hair torn around their pallor:The tall girl with her
weighed-down head. The paper-Seeming boy, with rats eyes.a) Which
children are referred to here?b) Explain like rootless weeds.
Identify the literary device.c) What is the comparison drawn with
rats eyes?(2 Marks)(Ans) (a) The slum children who are sitting in
an elementary school are being referred to.(b) Rootless weeds
suggest growth device without any nurturing. The slum childrens
scattered hair look like the haphazard growth of weeds. The
literary device is simile.(c) Rats eyes suggest eyes searching for
food. The poet compares the boys eyes with that of a rat because
the undernourished boy is looking out for food and security.
(Q.) . ..The stunted, unlucky heirof twisted bones, reciting a
fathers gnarled disease,His lessons from his desk. At back of the
dim classOne unnoted, sweet and young. His eyes live in a dream,Of
Squirrels game, in the tree room, other than this.a) Who is the
unlucky heir? Why is he called unlucky?b) Who sits back unnoted?
Why?c) Pick two images each of despair and disease from these
lines.(2 Marks)(Ans) (a) The thin slum boy is the unlucky heir. He
is so called because he has inherited poverty, despair and disease
from his parents.(b) A young boy sits at the back. He is different
from others. His eyes not full of despair but are lost in a world
of his dreams.(c) The images of despair are, unlucky heir, dim
class, and that of diseases are, twisted bones, gnarled
disease.
(Q.) On sour cream walls, donations. Shakespeares head,
Cloudless at dawn, civilized dome riding all cities.Belled,
flowery, Tyrolese Valley. Open-handed mapAwarding the world its
world.a) What is the colour of the walls? What is it symbolic of?b)
Which two worlds does the poet hint at?c) What does donations,
Shakespeares head and Tyrolese Valley suggest?(2 Marks)(Ans) (a)
The colour of the walls is pale yellow or sour cream. Sour suggest
dull, decay and decadence.(b) The poet hints at two worlds. The
world of poverty and disease contrasted with the progressive world
represented in the pictures on the walls.(c) The pictures are all
donations which represent a world that is deprived to the slum
children. Shakespeares head or good literature may raise desire
which can never be fulfilled. Tyrolese Valley suggests natural
beauty which is deprived to these children.
(Q.) And yet, for thesechildren, these windows, not this map,
their world,Where all their futures painted with a fog,A narrow
street sealed in with a lead skyFar far from rivers, capes, and
stars of words.
a) What is their world for these children?b) What future is in
store for these children?c) What does lead sky symbolize?(2
Marks)(Ans) (a) Their world is the slums which are characterized by
poverty and disease.(b) The future for these children is bleak and
foggy.(c) Lead sky symbolizes pollution, burden of the industrial
world. It also represents a grey and dull existence which comprises
their life.
(Q.) Surely, Shakespeare is wicked, the map a bad examplewith
ships and sun and love tempting them to steal-For lives that slyly
turn in their cramped holesFrom fog to endless night?a) Why is
Shakespeare wicked?b) What tempts these children?c) Explain From
fog to endless night.(2 Marks)(Ans) (a) Shakespeare represents good
literature which uplifts a persons soul. He is wicked to let slum
children aspire for a life beyond their world.(b) The beautiful
world of ships, the sun and love tempts these children as they are
deprived of these things.(c) The children in the slums struggle
from morning to night merely to exist. It also means that they
struggle from the beginning of their life to their death.
(Q.) . .On their slag heap, these childrenwear skins peeped
through by bones and spectacles of steelWith mended glass, like
bottle bits on stone.All of their time and space are foggy slum.So
blot their maps with slums as big as doom.a) Explain skin peeped
through by bones.b) Identify two literary devices in the above
lines.c) What comprises the world for these children?(2 Marks)(Ans)
(a) The slum children look like skeletons with a thin layer of skin
covering them. This image brings out the pathetic condition of
these children.(b) The two literary devices are:Simile: Like bottle
bits on stonesMetaphor: Spectacles of steel(c) The world for these
children comprises the slums. Their life is shrouded in fog and
their life is clouded, diseased and bleak.
(Q.) Unless, governor, inspector, visitor,This map becomes their
window and these windowsThat shut upon their lives like catacombsa)
Why does the poet invoke governor, inspector, visitor?b) How does
this map become their window?c) Explain shut upon them like
catacombs.(2 Marks)(Ans) (a) The poet says thata lot of the
children cannot be improved unless important people of the society
like governor, inspector or a visitor takes interest.(b) The map
represents the beautiful world deprived to them. The beautiful
world becomes a window to a better life but it is shut upon
them.(c) The world of nature and literature are denied to these
children. The window that can show them the world is shut tightly
upon like a catacomb or a grave.
(Q.) Break O break open till they break the townand show the
children to green fields, andRun azure on gold sands make their
worldHistory theirs whose language is the sun.a) What should they
break?b) What kind of a world does the poet imagine for these
children?c) What does the word sun symbolize?(2 Marks)(Ans) (a)
They should break all barriers and obstructions that hinder the
school childrens growth.(b) The poet imagines a world where these
children run around in the fields oron sea beaches in a carefree
manner. They should also enjoy freedom of knowledge and
expression.(c) Sun symbolizes light and brightness which, comes
from education. Proper education alone can improve the lives of
these slum children.
(Q.) What is the theme of the poem An Elementary School
Classroom in a slum?(2 Marks)(Ans) In the poem, Spender depicts the
pathetic life of slum children who are victims of government
apathy. He presents social injustice and class inequalities that
prevails in society. The poem is a bitter criticism on the state of
education in elementary schools in slum areas.
(Q.) What picture of the slum children is depicted in the
poem?(2 Marks)(Ans) The slum children in an elementary school look
pathetic. Their hair are like wild weeds. They are undernourished
and diseased. They are used to dark, dirty, narrow cramped areas
closed in by a grey sky.
(Q.) What do slum children receive as inheritance?(2 Marks)(Ans)
The children inherit their parents poverty and disease. A boy has
twisted bones like his father. The slum children inherit the
diseases as they are subjected to inhuman dirty cramped
conditions.
(Q.) Explain far from gusty waves.(2 Marks)(Ans) Gusty waves
represents energetic children who are like strong waves. The slum
children are unlike the usual children. They are undernourished and
miserable.
(Q.) What is the comparison drawn with squirrels game?(2
Marks)(Ans) This is suggestive of the world of dreams, the sweet
and young boy lives in. He dreams of squirrels game in trees away
from his gloomy classroom.
(Q.) Explain like bottle bits on stones.(2 Marks)(Ans) This
simile describes the shattered glasses of the spectacles some slum
children have to wear. It looks like the bits of glass on stone
walls. It highlights the poverty and hardships of people in
slums.
(Q.) Explain like bottle bits on stones.(2 Marks)(Ans) This
simile describes the shattered glasses of the spectacles some slum
children have to wear. It looks like the bits of glass on stone
walls. It highlights the poverty and hardships of people in
slums.
(Q.) In spite of despair and disease, the slum children are not
devoid of hope. Give an example of their hope or dream.(2
Marks)(Ans) Even though the world of the slum children is dark and
their future bleak, their eyes dream of a better future which is
distant and beyond their reach. They dream of open seas, green
fields and squirrels game.
(Q.) Explain futures painted with a fog.(2 Marks)(Ans) The
future of slum children is uncertain and bleak. Just as fog blurs
ones view in winter, poverty and apathy of the officials have
dimmed the future of the slum children.
(Q.) How is map a bad example?(2 Marks)(Ans) Map opens before
the slum children a beautiful world. The map is a bad example
because it tempts them to aspire for a world which is beyond their
reach. Their world is confined to the dark narrow lanes in the
slums.(Q.) Bring out the optimism in the last stanza.(2 Marks)(Ans)
Spender feels education is the instrument of change. It can release
the slum children from the miserable life they lead. He appeals to
the officials to become sensitive to their needs. This will break
down the barriers that hinder their growth.
(Q.) How can powerful people improve the lot of slum children?(2
Marks)(Ans) Powerful people can liberate the slum children. They
can do so by removing social injustice and class inequalities. They
must provide opportunities to these children so that their
childhood does not get lost in dreary foggy slums.
(Q.) Explain history is theirs whose language is the sun.(2
Marks)(Ans) Those people create history who outshine others.
Through this metaphor, Spender feels that only those people who
have courage can leave their mark. To create history, their
language must have the power, brightness and warmth of the sun.
(Q.) Far far from gusty waves these childrens faces.Like
rootless weeds, the hair torn round their pallor:(2 Marks)(Ans) The
children in an elementary school of a slum have faces which are
very different from those of other children. They are not exuberant
and full of energy (far far from gusty waves).Their faces are like
weeds in a garden (like rootless weeds-simile) They are rootless,
unsure and lack stability. Their hair is unkempt around their pale
faces. The gusty waves symbolize the energy that ought to be in
children.
(Q.) The tall girl with her weighed-down head. The paper-seeming
boy, with ratss eyes.(2 Marks)(Ans) The poet expands on the theme
of the miserable existence of the slum dwellers children. The tall
girl is physically and emotionally exhausted. Her head hangs down
in exhaustion. All life has been dredged from her body and sapped
from her mind. The children are underdeveloped and live like
rodents. A very sick and lean boy has rats eye symbolizing that he
is defensive and scared like a rodent. His prospect for survival,
let alone success seems bleak.
(Q.) At back of the dim classOne unnoted, sweet and young his
eyes live in a dream, Of squirrels game, in tree room, other than
this.(5 Marks)(Ans) The classrooms are equally dim and pathetic.
There is a child who is sweet and young but his eyes live in a
dream .This phrase has various interpretations: 1) He wants to get
out as he is bored and distracted.2) He is mentally challenged and
he lives in a dream and not in reality.The childs desire is to be a
squirrel playing in a hollow tree. This ironically reflects his
current life and is also suggestive of the world of dream he lives
in; being mentally challenged, he does not live in a world of
reality like the others but lives in a world that he himself has
created. The tree room is symbolic of the cramped holes in which
the children live. The squirrel in contrast is free. The first
stanza evokes pity and empathy reflecting the pathetic and
miserable existence of the slum children. There is despondency and
pessimism in the first and second stanza but hope and optimism in
the last two stanzas.
(Q.) On sour cream walls, donations. Shakespeares head,Cloudless
at dawn, civilized dome riding all cities.Belled, flowery, Tyrolese
valley. Open-handed map Awarding the world its world.(5 Marks)(Ans)
The walls of the classroom are off white or yellowish (sour cream).
This dull colour echoes the situation of the children and
underlines the neglect in their lives. The walls are decorated with
pinups of Shakespeares head, domes of the institution of the
civilized world, photographs of the alpine valleys; etc. The life
of the slum children is far removed from all that is represented in
maps, books and pictures. These are contrasted with the reality of
the situation. Open handed maps suggest the map drawn by powerful
people Awarding the world its world suggests how the world is
determined by the powerful leaders. The poet thus hints at two
worlds: the world of poverty, misery, depravity represented in the
slums which is contrasted with the world of progress and prosperity
peopled by the rich which is shown in the pictures on the wall.
This world is far removed from the lives of these slum
children.
(Q.) And yet, for theseChildren, these windows, not this map,
their world, Where all their futures painted with a fog,A narrow
street sealed in with a lead skyFar far from rivers, capes, and
stars of words.(5 Marks)(Ans) The world of stinking slums is the
world that belongs to these poverty stricken, ill fed and
under-nourished children. These windows reflect the world exposed
on the maps. Education opens doors and windows to the other worlds
but it has failed in this instance to liberate these children both
physically and intellectually from their restricted and
impoverished existence. Their world has unpleasant surroundings.
The dirty windows figuratively and literally are their world. The
fog of uncertainty dominates their future. They are doomed to live
in narrow streets (symbolic of restricted life desolation) which do
not lead them to a better future. Their landscapes have no rivers
or lakes. In the second stanza all the positive symbols are far
removed from the lives of the children cloudless dawn, Belled,
flowery, Tyrolese valley. The childrens future is bleak painted
with a fog and covered with a lead sky (of industrialization).
(Q.) Surely, Shakespeare is wicked, the map a bad example,With
ships and sun and love tempting them to steal-For lives that slyly
turn in their cramped holesFrom fog to endless night?(5 Marks)(Ans)
These lines are in form of a poignant question. The poet questions
the study of Shakespeare to these slum children. It is wicked
because it can liberate them from their mundane life. The map shows
a world which is not theirs. Therefore it is a bad example. It
tempts the children with ideas of escape in the ships from their
miserable world with lead skies to a sun filled world, and a love
for life rather than an existence full of dread and
disillusionment. It raises false hopes in the children.
(Q.) On their slag heap, these childrenWear skins peeped through
by bones and spectacles of steelWith mended glass, like bottle bits
on stones.All of their time and space are foggy sulm.So blot their
maps with slums as big as doom.(5 Marks)(Ans) On their slag heap
represents the physically diseased children who wander with bones
peeping out of their skins. Wearing spectacles of steel is a symbol
of industrialization in which they are all doomed. They wear
spectacles with mended glass which look like pieces of broken
bottles on stone. Stones also reflect the expression on their
faces. This image highlights their impoverished existence. Their
existence is restricted to the foggy slums. Foggy is symbolic of
ignorance. Fate has charted out a bleak path as the future holds no
promise for them. Their life is an endless fog till they die. The
maps of their future are already blotted.
(Q.) Unless, governor, inspector, visitor,This map becomes their
window and these windowsThat shut upon their lives like
catacombs,(5 Marks)(Ans) This stanza is full of optimism. There is
a touch of magic in its wider connotations. It is an appeal to the
governor, teacher, inspector and visitors to transport them beyond
the dark boundaries of today into the possibilities of tomorrow,
otherwise these classrooms will become like tombs. The lives of the
children are magically released from bondage. It is an appeal to
these eminent people to rescue the poor and oppressed from the tomb
of class discrimination and to show the children the beauty of the
world. This map refers to the world of prosperity. Their windows
refer to their slums. The children will be able to peep through
windows only when the difference between the two worlds is
abridged.The simile: - These windows (slums that shut up their
lives and stun their growth) like cat combs (tombs).
(Q.) Break O break open till they break the townAnd show the
children to green fields, and make their worldRun azure on gold
sands, and let their tonguesRun naked into books the white and
green leaves openHistory theirs whose language is the sun.(5
Marks)(Ans) Spender desperately wants that the children should
break out of these catacombs (or near death existence). They should
come out to the green fields and breathe in the open air so that
they can grow unrestricted and liberated and be creative. The poet
imagines the liberated children running on the gold sand, delving
into books and exploring the realism of knowledge. The white
represents the printed word and the zeal or natural world, which
forms the pages of the book of education.It is then that they will
be truly liberated and the inextinguishable spirit of human
creativity will abide in them. Only those people create histories
whose language has the warmth of the sun i.e. who have clarity of
vision and power of life; these children will have the power of
expression Whose language is the sun" (metaphor). The childrens
language world is like the sun indicative of brightness and
hope.Thus the end is optimistic, symbolizing the freedom of the
children from their deathlike existence through education and
social transformation.
MY MOTHER AT SIXTY SIX: question bank with answersMy mother at
66Kamala das:SummaryThe poet is on her way to the airport to cochin
with her old mother sitting beside her,as she looks at her mothers
pale and pallid face, she is struck with the horror and pain of
losing her. The mother with the dozing face and open mouth is
compared to a corpse. The poet is pained and shifts her attention
outside the car in order to drive out the negative feelings. The
scene outside the window is of growing life and energy. The rapidly
sprinting trees alongside the merrily playing children symbolize
youth and vitality. The poet here is reminded of her own childhood
when her mother had been young whereas now she is encircled with
the fear of losing her and that has made her insecure. As she bids
goodbye to her mother at the airport, the image of the old, wan,
worn out mother in the twilight of years strikes her again but
keeping a brave front she hides her tears and smile.
ThemeThe poem revolves around the theme of advancing age and the
fear that adheres to its loss and separation. It is a sentimental
account of the mothers approaching end through the eyes of the
daughter. The seemingly short poem touches upon the theme of the
filial bond between the mother and daughter smeared in the backdrop
of nostalgia and fear. Nostalgia of the past(the time spent with
the mother) and fear of the future without her.
Poetic deviceIt is a short poem, without a full stop, the poem
is like a long sentence, over flowing thought process. The poet
uses the device of comparison and contrast, simile and repetition.
Although there is no rhyming scheme in the poem yet its lyrical
quality cannot be missed.
Following are the clues to the various probable questions from
the text.In case of discrepancies with the answers kindly bring it
to my notice.
(Q.) Why does the poet smile and what does she say while bidding
goodbye to her mother?(1 Mark)(Ans) The poet smiles in order to put
up a brave front so that her mother may not observe her pained and
frightened look. She smiles in order to reassure her mother and
says that she would soon see her again.
(Q.) What is the kind of pain and ache that the poet feels?(2
Marks)(Ans) The emotional pain and ache that the poet feels is due
to the realization that her mother has gone old and has become
frail and pale like a corpse. She is dependent on her children. The
ache also refers to the old familiar ache of the childhood that
revisits the poet due to the mothers old age and her approaching
end.(Q.) Why are the young trees described as sprinting?(2
Marks)(Ans) The young trees are personified in the poem. They seem
to be running in the opposite direction when seen through the
window of the moving car. The movement is juxtaposed with the
expression on the mothers face i.e. ashen like a corpse. The
movement of the children and the trees is in stark contrast with
the stillness associated with the mother.
(Q.) Why has the poet bought in the image of the merry children
spilling out of their homes?(2 Marks)(Ans) The poet highlights the
helplessness and frailty of old age with the help of contrasts. The
mother dozes off mouth open, whereas the children spilling out of
their homes signify movement and energy, enthusiasm and vivacity,
which the old people are bereft off.
(Q.) Why has the mother been compared to late winters moon?(2
Marks)(Ans) The mother has been compared to the late winters moon
which is dull and shrouded. It symbolizes the ebbing of life. The
moon brings to the poets mind night or the approaching end of life.
The mother like the late winters moon is dull, dim and dismal.
(Q.) What do the parting words of the poet and her smile
signify?(2 Marks)(Ans) The parting words see you soon Amma are used
by the poet to reassure the mother and to infuse optimism in the
poet herself. The poet accepts the reality yet keeps up the faade
of smiling in order to put up a brave front. It requires a lot of
effort and hence the poet has used the poetic device of
repetition.
(Q.) What does the poet mean by all I did was smile and smile
and smile?(2 Marks)(Ans) The poet realizes the pain and ache she
would get at separating from her mother. It was her childhood fear
that she experienced again. She was trying to hide her true
emotions by smiling and smiling. The smile here is the forced smile
and not the natural one.
(Q.) What childhood fears do you think the poet is referring to
in the poem My Mother at Sixty Six?(2 Marks)(Ans) The poet refers
to the fears of a child has of losing a parent or getting lost
somewhere and thus getting separated from them. The poet felt this
kind of fear while looking at her mothers aged and pale face. She
was afraid that she might never see her again. However the fear is
also symbolic of the strong filial bond that the poet has not yet
overgrown.
(Q.) What does the poet mean by she looked?(2 Marks)(Ans) The
poet felt that perhaps her mother too would be feeling insecure
about her future. She saw these expressions on her mothers face as
well.
(Q.) What does the poets mother look like? What kind of images
has the poet used to signify her ageing decay?(2 Marks)(Ans) The
poets mother at sixty-six, is sitting beside the poet and is dozing
off with her mouth open. This is a sign of old age. Her face was
pale like a corpses. Imagery of death has been created by the poet
in this comparison.
(Q.) What were the activities that the poet saw outside the car
window?(2 Marks)(Ans) The poet saw young trees speeding past and it
seemed as if they were sprinting or running fast. Happy,
enthusiastic and energetic children could be seen running out of
their homes. They represent an image of life, youth and energy in
comparison to the poets mother who is described as a corpse, devoid
of any energy and is an antithesis of children who are in the full
swing of life.
(Q.) Why does the poet look outside? What does she perceive?(2
Marks)(Ans) The very thought of separation from her mother upsets
and depresses the poet. She experiences the fear that she may never
meet her mother again. In order to drive away such negative
thoughts, she looks out of the window and her mind gets diverted
when she sees trees moving rapidly and children playing
merrily.
Journey to the end of the earthQ.'if we want to study and
examine earth's past present and future,Antarctica is the place to
go' Explain (7 marks)
Ans: Antarctica is the place to understand earth's past present
and future because it holds half million year old carbon records in
its thick layers of ice sheets. Due the great tectonic shifts,
Antarctica separated from the Gondwana land and was pushed to the
bottom of the earth,near the south pole. Frigid and desolate it
remains the only place that has never sustained a human habitation
and continue to be pristine and unsullied. Therefore Antarctica is
the key to the earth's geological history and evolution,it is here
that one understands the significance of cordillian and pre
cambrian granite shields. It has the vestiges( evidence) of the
earth's formation which is essential in the study of the earth's
past and possible future.
Antarctica is equally crucial for the earth's present because of
its simple ecosystem and lack of biodiversity which makes it a
perfect place to study how even a small change on earth can lead to
grave consequences. Doshi makes it clear in the parable of
phytoplankton, where the depletion in the ozone layer not only
affect the acitivities of phytoplankton in making photosynthesis
but also the marine animals and birds and hence the global carbon
cycle. The present day unpredictable floods and frequent famines
along with the other natural disasters can be attributed to such
imbalances in the natural cycle.
The future of the earth can be predicted with the rapidly
melting ice sheets in Antarctica especially the western ice sheet
spelling a doomsday for the earth unless the humans retrace their
carbon footprint.This is also the aim of the students's on ice
programme.
InvitationsGuidelines for the Invitation and Replies: 50 words,5
marksTypes of invitations: formal and informal1. Formal
invitationsValue pointsThe invitation is laid out in such a manner
that each of the following is in a separate linea) The name(s) of
the host/organizing body issuing the invitation.b) The standard
expression request the pleasure of the company ofc) The reason for
the invitationd) The time and date and the venue of the evente) In
case a V.I.P or chief guest is to be invited (at an official
function) his/her name appears prominently.f) the guest or V.I.P 's
eminence or designation like for pandit shiv kumar sharma:renowned
sitar maestrof) Write contact details at the bottom left side under
R.S.V.P.g) special instruction(if any) at the right hand side
bottom of the page.
Points to rememberh) The date of issuing the invitation is not
mentionedi) No punctuation mark is required at the end of the
line.j) There is no signature anywherek) The simple present tense
is used.l) Put the invitation in the box.m) Do not use abbreviation
anywhere, the only exception is R.S.V.P.n) Do not exceed the word
limit of 50 words
Replies to the formal invitationThe replies are of two types:
accepting and declining
1. The reply is written in the third person.2. Use formal
language.3. The date can be written at the top right.
Value points1. Begin the reply with the name of the sender2.
There must be an expression of gratitude(thanking them for the
invitation)3. Mention the name of the host4. Accept or decline, in
case of decline, domentionthe reason
rejecting invitation:
20th oct,2009
Mrs and Mr Purohit thank Mrs and Mr A.Tripathi for their kind
invitation to the birthday party on the 25th October to be
organized at their residence at 8:00 p.m. They wanted to be very
much in your gracious company but due to previous engagement they
express their regret for remaining absent from the party.
accepting invitation:
20th oct,2009
Mrs and Mr Prakash thank Mrs and Mr A.tripathi for their kind
invitation to the birthday party on 25th October to be organized at
their residence at 8:00 p.m. They are delighted to accept the
invitation and thank for the same.
Informal invitationsThey are sent on personal occasionValue
points1. It is written in the first person (i/we).2. The senders
address is written as usual but the receivers address can be
avoided.3. The date of writing the invitation is must4. The
salutation is dear+ name5. The complementary close is yours
sincerely6. Occasion7. Time, date and venue to be written in the
same order8. The vocabulary is less formal
d/44,panchsheel colony
Delhi7th april,2009
My dear Priyanka
As you know that I have come off with flying colours in the
I.I.T. Entrance Examination. This will be a deciding step in my
educational career. To grace the occasion I have arranged a party
at 8:00 p. m. on 20th april,2009, at the lotus pond, new friends
colony, Delhi. It will not be out of place to mention that sohail
and his band is coming from Calcutta to entertain us. Please do
attend and be part of my celebration.Yours sincerelyNikhil
Replies to the informal invitation
Value points1. Senders address/letter head2. Date of issuing3.
Salutation4. Acknowledging the invitation5. Acceptance/declining6.
Reason thereof of declining7. Follow up if any8. Complimentary
close
Accepting invitation
76 sector
Noida15th august,2009
Dear Ms Bajaj
Thank you very much for the cordial invitation extended by you
for the birth day party of your son on 25th October,2009. I shall
be delighted to be part of the celebration. May god shower all his
blessing on your son. I will be well in time.Yours
sincerelyAnupRejecting invitation
16 lajpat nagar
Delhi12th November,2009
Dear Ashok
Thank you for your kind invitation. I regret to inform you that
I shall not be able to attend the party scheduled on 20th November
at Tivoli as I have an urgent business meeting to attend out of
station the same day, however I wish nakul all the best for the
future. I will see you at the earliest.With warm regardsYours
sincerelyAnuj